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Strengthening Community College Engineering Programs through Alternative Learning Strategies: Developing an Online Engineering Graphics Course

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Collection

2017 Pacific Southwest Section Meeting

Location

Tempe, Arizona

Publication Date

April 20, 2017

Start Date

April 20, 2017

End Date

April 22, 2017

Conference Session

Technical Session 5a

Tagged Topics

Diversity and Pacific Southwest Section

Page Count

21

Permanent URL

https://peer.asee.org/29233

Download Count

19

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Paper Authors

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Amelito G Enriquez Canada College Orcid 16x16 orcid.org/0000-0002-1259-0680

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Amelito Enriquez is a professor of Engineering and Mathematics at Cañada College in Redwood City, CA. He received a BS in Geodetic Engineering from the University of the Philippines, his MS in Geodetic Science from the Ohio State University, and his PhD in Mechanical Engineering from the University of California, Irvine. His research interests include technology-enhanced instruction and increasing the representation of female, minority and other underrepresented groups in mathematics, science and engineering.

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Erik N Dunmire College of Marin

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Erik Dunmire is a professor of engineering and chemistry at College of Marin. He received his Ph.D. in Chemical Engineering from University of California, Davis. His research interests include broadening access to and improving success in lower-division STEM education.

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Thomas Rebold Monterey Peninsula College Orcid 16x16 orcid.org/0000-0003-4346-6938

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Tom Rebold has chaired the Engineering department at Monterey Peninsula College since 2004. He holds a bachelor’s and master’s degree in electrical engineering from MIT, and has been teaching online engineering classes since attending the Summer Engineering Teaching Institute at Cañada College in 2012.

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Nicholas Langhoff Skyline College

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Nicholas Langhoff is an associate professor of engineering and computer science at Skyline College in San Bruno, California. He received his M.S. degree from San Francisco State University in embedded electrical engineering and computer systems. His educational research interests include technology-enhanced instruction, online education, metacognitive teaching and learning strategies, reading apprenticeship in STEM, and the development of novel instructional equipment and curricula for enhancing academic success in science and engineering.

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Tracy Huang Canada College

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Tracy Huang is an educational researcher in STEM at Cañada College. Her research interests include understanding how students become involved, stayed involved, and complete their major in engineering and STEM majors in general, particularly for students in underrepresented populations.

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Abstract

There is an increasing recognition among institutions of higher education of the important role that community colleges play in educating future engineers and scientists, especially students from traditionally underrepresented groups. Two-plus-two programs and articulation agreements between community colleges and four-year institutions are growing, allowing community college students to take their lower-division courses at local community colleges and then transfer to a university to complete their baccalaureate degrees. For many small community colleges, however, developing a comprehensive transfer engineering program that prepares students to be competitive for transfer can be challenging due to a lack of facilities, resources, and local expertise. As a result, many community college students transfer without completing the necessary courses for transfer, making timely completion of degrees difficult. Through a grant from the National Science Foundation Improving Undergraduate STEM Education program (NSF IUSE), three community colleges from Northern California collaborated to develop resources and alternative teaching strategies to enable small-to-medium community college engineering programs to support a comprehensive set of lower-division engineering courses that are delivered either completely online, or with limited face-to-face interactions. The biggest challenge in developing such strategies lies in designing and implementing courses that have lab components. This paper focuses on the development and testing of the teaching and learning resources for Engineering Graphics, which is a four-unit course (three units of lecture and one unit of lab) covering the principles of engineering drawings, computer-aided design (using both AutoCAD and SolidWorks), and the engineering design process. The paper also presents the results of the implementation of the curriculum, as well as a comparison of the outcomes of the online course with those from a regular, face-to-face course. Student performance on labs and tests in the two parallel sections of the course are compared. Additionally student surveys and interviews, conducted in both the online and face-to-face course are used to document and compare students’ perceptions of their learning experience, the effectiveness of the course resources, their use of these resources, and their overall satisfaction with the course.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015